National Learner Satisfaction Survey: Technical Report · Ethnicity (L12); Age (L_AGE); Widening...
Transcript of National Learner Satisfaction Survey: Technical Report · Ethnicity (L12); Age (L_AGE); Widening...
BIS RESEARCH PAPER NUMBER 24.
National Learner SatisfactionSurvey: Technical Report
FEBRUARY 2011
National Learner Satisfaction Survey: Technical Report
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Department for Business, Innovation and Skills1 Victoria StreetLondon SW1H 0ET
www.bis.gov.uk
BIS Research paper number 24
February 2011
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Contents
2 Sampling 6
2.1 Sample coverage 6
2.2 Sample frame 6
2.3 Sample size 7
2.4 Sample preparation 7
2.5 Sample selection 8
3. Questionnaire content 11
4. Fieldwork & response rates 12
4.1 Fieldwork 12
4.2 Response rates 13
4.3 Coding 14
5 Data weighting 15
5.1 Weighting 15
5.2 Note on achieved sample profile 15
5.3 Confidence limits 15
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1 IntroductionThis report presents the technical details and core methodology of the National LearnerSatisfaction Survey (NLSS) 2009 which was conducted by Ipsos MORI Social ResearchInstitute and commissioned by the Learning and Skills Council (LSC). In April 2010, theLSC was superseded by the Skills Funding Agency and the Young People’s LearningAgency (YPLA). The LSC’s research function was transferred to the Department forBusiness, Innovation and Skills (BIS). The NLSS is a large tracking survey of then LSCfunded learners aged 16 and over. It provides a wealth of data on learners’ satisfactionwith their learning experience over time including detailed information on key aspects ofthe learner journey: initial choice and information; support during learning; and benefits ofparticipation.
This is invaluable in that it provides a facility for tracking the way learner satisfactionchanges over time, looking in detail at the experiences of certain learner sub-groups e.g.course level, age, ethnicity, and disability/learning difficulties.
While the NLSS highlights broad issues, it however does not reflect specific challengesand priorities of individual colleges or providers.
There have been six national surveys since 2001 (annually between 2001-2004 and2009). Between 2003 and 2007, each survey comprised of over 43,000 telephoneinterviews with learners. However, in 2009 the survey included just over 25,000 telephoneinterviews with learners, because there was no longer a requirement to analysis data byeach local LSC.
The survey comprises of three waves, each dealing with a distinct set of modularquestions:
Pre-entry advice and guidance (wave 15); Support for learners (wave 16); and Impact of learning (wave 17).
A set of core questions are also covered in all three waves:
Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching and management of learning; Advocacy toward the provider; and Likelihood to return to learning in the future.
A number reports have been produced for NLSS 2009; a list of these reports can be foundin appendix E.
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The rest of this document details the technical aspects and methodological approach toNLSS 2009 and covers issues relating to:
Sampling; Questionnaire design; Fieldwork and response rates; and Analysis and weighting.
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2 SamplingThe sample design for NLSS 2009 is unchanged from the 2007 survey to ensure that anyobserved changes are real changes and not as a result of changes in survey design. Thedesign also ensures robust longitudinal findings for the further education system atregional and local LSC levels allowing for sub-group analysis. However, as mentionedearlier the number of interviews reduced significantly from c. 43,000 to 25,000.
2.1 Sample coverage
As in previous years, NLSS 2009 covers learners in:
Learner Responsive provision including General FE colleges, 6th formcollege and other/specialist colleges;
Other Learner Responsive provision, previously known as Accreditedlearning delivered by Adult Learning Providers (ALP);
Employer Responsive provision including Apprentices, Skills for Jobs (SfJ),and Employability Skills Programme (ESP);
Personal and Community Development Learning (PCDL), previously knownas non-accredited Adult and Community Learning (ACL).
School sixth form learners are not included in the NLSS due to difficulties obtaining arepresentative sample of these learners, Train to Gain learners and those in furthereducation provided by higher education institutions are also excluded.
2.2 Sample frame
Learners were sampled from the Individualised Learner Record (ILR) with the exception ofPCDL learners who were sampled directly from local education authorities’ (LEAs) recordsdue to a lack of a robust national database of these learners (see section 2.5.5).
The ILR has been used as the sampling frame for all learners apart from thoseundertaking PCDL since 2002/03. It has the advantage of including names and contactdetails for all learners along with demographics and course data that can be used to enrichthe analysis. Learners who are willing to be contacted for research purposes are alsoflagged on the ILR, thus avoiding the need to administer an opt-out. Only learners whohave consented to be contacted are selected for inclusion in NLSS 2009. These arelearners coded a “3” – (learner has only withheld permission to be contacted aboutcourses or learning opportunities) or “9”- (No additional restrictions on the use of thislearner’s record) for the L27 variable on the ILR (L27 is the variable recording learners’agreement to be contacted for research purposes on the ILR).
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2.3 Sample size
The number of achieved interviews in 2009 for each learning system is shown in Table 1.
Table 1: Achieved Interviews by learning system
Learning system No. of interviews in 2009Learner Responsive total (of which): 15,724- General FE 12,830- 6th form college 1,888- Other/Specialist college 1,006
Other Learner Responsive (ALP) 1,856
Employer Responsive total (of which): 5,504- Apprentices 4,979- Skills for Jobs 253
- Employability Skills Programme 272
PCDL 2,000
Total 25,084
2.4 Sample preparation
As mentioned previously, NLSS 2009 comprised three waves of fieldwork. Each wavewas sampled individually using the latest freeze of the 2008/09 ILR. Prior to sampleselection at each wave, the following preparatory work was undertaken on the ILR:
Removing ineligible learners (i.e. those aged under 16 years using thevariable L_AGE, and Train to Gain learners); and
Removing duplicates (using both variables L01 “provider reference” and L03“learner reference”);
Removing learners identified as deceased or seriously injured; Removing learners who did not have a telephone number or had a number
with less than 10 digits; For waves 16 and 17, flagging up the sample used during the previous
waves, to ensure the same learners were not selected for subsequentwaves.
Once this initial preparatory work was completed, analysis of the learner profile (by localLSC, age, gender, age within gender, prior attainment level, current qualification, attitudes
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about school, course level, course type, ethnicity, disability, and learning difficulties) wasconducted for each system to inform the sample design.
2.5 Sample selection
2.5.1 FE system
Sample was drawn in accordance with the population profile of the ILR.For FE in Sixth Form colleges, other specialist FE colleges, and general FE, the samplewas stratified by the following:
Local LSC (L_LLSC); Then, within each local LSC the sample was stratified by college name
(PRV_NAME); Gender (L13); Ethnicity (L12); Age (L_AGE); Widening participation (L_UPLF67).
The sample drawn was compared against the ILR population profile to ensure they werebroadly in line.
Table 2 shows the number of FE leads drawn for each wave. Note that not all leads werecalled. The overall ratio of leads was 3.5 to 1 (3.5 leads drawn to achieve 1 interview).
The number of learners drawn in total was 54, 524.
Table 2: FE system sample breakdown
Wave 15 Wave 16 Wave 17 Total
Drawn sample 23,333 15,838 15,358 54,529
Leads dialled 15,021 14,113 13,640 42,774
2.5.2 FE delivered by other learning providers (Other LR learners)
A target of 1,836 interviews (612 per wave) was set for FE learners studying at adultlearning providers. The sample was stratified by local LSC and ranked by age prior todrawing.
Table 3 below summarises the FE delivered by other Learning Providers sample drawnand issued at each wave. The overall ratio of leads provided was 3.5 to 1.
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Table 3: Total Other Learner Responsive sample breakdown
Wave 15 Wave 16 Wave 17 Total
Drawn sample 2,592 1,891 1,897 6,380
Leads dialled 1,858 1,789 1,707 5,354
2.5.3 Employer Responsive
A target of 5,000 interviews (1,667 per Waves 15 and 16 and 1,645 in Wave 17) was setfor Apprentices. The sample was stratified by local LSC and ranked by age prior todrawing a representative sample.
As with the LR sample, the number of leads drawn varied by wave. Table 4 below showsthe number of leads drawn and issued at each wave. The overall ratio of leads providedwas just over 3 to 1.
Table 4: Total Apprenticeship sample breakdown
Wave 15 Wave 16 Wave 17 Total
Drawn sample 5,654 5,648 5,570 16,872
Leads dialled 5,335 5,269 5,348 15,952
Additionally, a target of 250 interviews was set for ESP learners and for SfJ learners. Aswith previous samples, the number of leads drawn per wave varied, and is shown in thetables overleaf. The overall ratio of leads provided for each samples was 5 to 1.
Table 5: Total ESP sample breakdown
Wave 15 Wave 16 Wave 17 Total
Drawn sample 417 417 416 1,250
Leads dialled 407 401 409 1,217
Table 6: Total SfJ sample breakdown
Wave 15 Wave 16 Wave 17 Total
Drawn sample 415 417 417 1,249
Leads dialled 406 405 408 1,219
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2.5.4 Personal and Community Development Learning (PCDL)
As in previous NLSS, PCDL (previously known as non-accredited ACL) learners weresampled directly from Local Education Authority (LEA) and college returns. This samplecould not be taken from the ILR because providers are not required to send through thisdata as part of their submissions.
A total of 5 LEAs were selected within each LSC region (54 in total) on the assumption thatat least 2 LEAs would take part. LEAs were selected according to size (ensuring a mixtureof small, medium and large LEAs). Selected LEAs were sent a letter asking for their help incompiling a sampling frame of PCDL learners within their area (a copy of the letter andsampling instructions is appended as annex E). The LEAs were asked to either provide alist of colleges who run non-accredited courses or, if they had the lists available, provide alist of learners attending non-accredited courses within the LEA. If an LEA agreed to senda PCDL sample, a data processing agreement was drawn and signed. Only once the dataprocessing agreement had been finalised could the sample be used in the survey.
A total of 14 LEAs provided contact details for 21,820 learners. Of the leads provided,4,632 did not have a phone number and these were sent for telephone tracing. A total of774 leads were successfully traced (17%). The PCDL sample was stratified by region anda random sample of 9,021 learners were selected. This broke down as 3,066 learners inWave 15, 2,977 in Wave 16 and 2,978 in Wave 17. The target number of interviews perwave was 666 (i.e. a ratio of 4.5 to 1). A quota of 74 interviews per wave was set for eachregion.
All selected learners were sent an opt-out letter – a copy of this letter is appended asannex E. The letter explained the survey and gave the learner the opportunity to opt out ofthe survey by phoning a Freefone number. This process was carried out to ensure allparties were meeting their obligations under the Data Protection Act. Opt out rates wereless than 2% among this group of learners (157 learners opted out).
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3. Questionnaire contentThe questionnaire consisted of a set of core questions that were asked on all three wavesof the survey. The core questions covered the following areas:
Overall satisfaction with the learning experience; Overall satisfaction with the quality of teaching and management of learning; Advocacy toward the provider; and Likelihood to return to learning in the future.
In addition, each wave of interviews included a set of modular questions:
Pre-entry advice and guidance (wave 15); Support for learners (wave 16); and Impact of learning (wave 17).
Overall, the questionnaire, while remaining partly unchanged to enable comparison withprevious years, has changed in some significant ways. The most noteworthy change isthe addition of a set of questions from the Framework for Excellence questionnaire, whichincludes questions about support, information and how well providers listen and act on theviews of learners. In addition, new questions were included to gauge providers’ support forthe religious requirements of learners, as well as support for those with learning difficultiesand disabilities. Finally, questions were added to identify learners with Skills Accounts andAdult learner accounts, those who contributed financially to their course and those whoreceived financial assistance, and those who received advice from JobCentre Plus ornextsteps, to enable appropriate sub group analysis.
A copy of the questionnaire can be found in Appendix F.
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4. Fieldwork & response rates4.1 Fieldwork
4.1.1 Methodology
As in previous years, NLSS 2009 was conducted by telephone using Computer AssistedTelephone Interviewing (CATI). This is a system whereby interviewers see thequestionnaire on a computer screen and the next applicable question is routed on thebasis of learners’ responses. This is by far the most cost effective and efficient way ofcollecting reliable data, given the sample size and geographical distribution. It achieveshigh response rates and allows interviewers to probe open responses more fully and gainquality responses.
In order to make the survey as inclusive as possible, learners who were unable to takepart by telephone were given the opportunity to be interviewed via a proxy, or face-to-facein their home. These were learners most likely to have learning difficulties or disabilities orlearners with hearing or speech impairments. A total of 35 learners were interviewed face-to-face and 85 were interviewed by a proxy due to their disability. Depending on the needsof the learners, the proxy or support person would:
Give learner the confidence to answer the questions themselves (forlearners with learning difficulties); and/or
Act as a translator between the interviewer and the learner (e.g. usingBritish Sign Language), possibly also simplifying or rewording somequestions, as necessary.
In addition, learners who were unable to take part because English was not their firstlanguage were offered the opportunity to be interviewed by proxy (using a family memberor friend to translate the questionnaire for the respondent at their end). Furthermore,where no proxy was available, learners were given the option to be interviewed byinterviewers who could speak the necessary language. The languages most frequentlyused were Urdu (26), Bengali (23), Punjabi (15), Turkish (11), Arabic (10), Somali (10),Polish (8), French (7), Portuguese (7) and Spanish (4). A total of 132 interviews in these(and other less common) foreign languages were achieved.
The data from these interviews were combined with the main telephone data.
4.1.2 Interviewer briefing
All interviewers working on the telephone survey received a full face-to-face briefing frommembers of the Ipsos MORI and LSC project team covering the following areas:
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Introduction to the project and an outline of the survey objectives; Discussion of the nature of the survey audience and implications for
fieldwork; Procedures for response rate maximisation; The questionnaire and guidance regarding any particular terminologies
used; and Practice interviews, exploring potentially difficult questions.
4.1.3 Fieldwork timing
As for previous NLSS, fieldwork took place across 3 waves. This is due to the NLSS tryingto capture learner perception from three different aspects of the learner journey (i.e.beginning, middle and end). In addition, the waves are carried out at about the same timeof the year (or as close as possible) so as to ensure comparability over time. In 2009 itwas carried out as follows:
Wave 15: from 17 February to 5 April 2009 Wave 16: from 6 April to 31 May 2009 Wave 17: from 1 June to 31 July 2009
4.1.4 Telephone interviewing
The telephone fieldwork was undertaken by Ipsos MORI Telephone which is a member ofthe Interviewer Quality Control Scheme (IQCS). Members of this scheme are required tofollow strict quality control procedures, and are inspected each year to ensure thestandards are being met and maintained. Ten per cent of all completed interviews aremonitored as standard. This is in excess of the five per cent target set by IQCSguidelines.
4.1.5 Face-to-face fieldwork
The face-to-face fieldwork was undertaken by Ipsos MORI Field department, which has afield-force of around 1,500 interviewers, all of whom are trained to standards that surpassminimum industry quality requirements. Ipsos MORI is accredited to ISO 20252:2006, theinternational market research specific standard that supersedes MRQSA and incorporatesIQCS (Interviewer Quality Control Scheme).
4.2 Response rates
The response rate based on the all contacted and eligible leads with an outcome variesbetween 75% for FE, 75% for Apprentices, 51% for ESP, 61% for Skills for Jobs, 62% for
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PCDL and 69% for FE delivered by ALP. These are broadly in line with last NLSS’response rates (aside from ESP and Skills for Jobs, where there is no comparison toNLSS 2007). Full response rate data is shown in Appendix D.
4.3 Coding
All ‘other, please specify’ answers representing more than 10 per cent of the responseswere coded. To code them, a codeframe was derived for each question, based on themost common themes.
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5 Data weighting5.1 Weighting
For the FE system, weights were applied to redress the potential under-recording of part-time courses on the ILR at the point at which the samples were drawn (see 5.2 below).Thus the FE sample was weighted by full-/part-time within LSC.
Data for Apprenticeships, and other Learner Responsive were also weighted by local LSCto correct for differential response rates. Data for ESP and SfJ were weighted by genderand age, again to correct for differential response rates.
The weights applied were based on the October 2009 release of the ILR for 2008/09 – seeAppendix B. This was the latest release for the academic year at that time.
5.2 Note on achieved sample profile
It is a requirement that all course providers submit ILRs for their learners. While someproviders/courses are able to submit learner details early in the academic year, others areunable to submit their learner records until much later in the academic year. It hasbecome apparent that the profile of learner records submitted changes over the course ofthe academic year. The records of those on full-time courses (who tend to be dominatedby the youngest learners aged 16-18, on A’ level type courses) are likely to be submitted inthe autumn term. Those learners on shorter, part-time courses (whose profile is older innature) tend to have their records submitted throughout the course of the academic year.This means those learners whose provider has not yet submitted their records will not beincluded in the ILR when the sampling is carried out and therefore are not represented inthe final achieved sample. This means that the survey data potentially over-representslearners aged 16-18 years and those on full-time courses and correspondingly under-represent older learners and those on part-time courses. For this reason, the FE sampleis also weighted on course type (i.e. full-/part-time).
Sampling for the NLSS was conducted as close to fieldwork as possible using the latestfreeze of the ILR 2008/09. However, it is important to remember that when the samplingwas done, the ILR for LR and ER was by no means a complete database of learners forthe academic year.
5.3 Confidence limits
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The following grid (Table 7) provides a useful rule of thumb when judging the statisticalsignificance of the figures contained in tables and highlights reports (particularly those forsome of the detailed sub groups):
Table 7 - 95% confidence intervals for different expected proportions and sample sizes
Expected proportionSample
size 50% or 50% 30% or 70% 10% or 90%
100 +/- 9.8% +/- 9.0% +/- 5.9%200 +/- 6.9% +/- 6.4% +/- 4.2%
253 (e.g.SfJ
learners)
+/- 6.2% +/- 5.7% +/- 3.7%
272 (e.g.ESP
learners)
+/- 6.0% +/- 5.5% +/- 3.6%
300 +/- 5.7% +/- 5.2% +/- 3.4%400 +/- 4.9% +/- 4.5% +/- 2.9%500 +/- 4.4% +/- 4.0% +/- 2.6%600 +/- 4.0% +/- 3.7% +/- 2.4%700 +/- 3.7% +/- 3.4% +/- 2.2%800 +/- 3.5% +/- 3.2% +/- 2.1%900 +/- 3.3% +/- 3.0% +/- 2.0%
1,000 +/- 3.1% +/- 2.8% +/- 1.9%1,500 +/- 2.5% +/- 2.3% +/- 1.5%
1,856 (e.g.other LRlearners)
+/- 2.3% +/- 2.1% +/- 1.4%
2,000 (e.g.PCDL
learners)
+/- 2.2% +/- 2.0% +/- 1.3%
2,500 +/- 2.0% +/- 1.8% +/- 1.2%4,979 (e.g.Apprentices
)
+/- 1.4% +/- 1.3% +/- 0.8%
15,724 (e.g.LR
learners)
+/- 0.8% +/- 0.7% +/- 0.5%
Note this assumes the responses are from a completely unclustered random sample.
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Appendix C shows the effect of weighting on the effective sample sizes. The effectivesample size should be used for the calculation of confidence limits on all weighted data,i.e. on samples from the FE system, FE delivered by other Learning Providers, Skills forJob, ESP and Apprenticeships. No weighting was applied to PCDL data.
APPENDIX A: LSC quotas for FEsample set prior to fieldwork for wave15
LSC
Gen
era
lF
EC
olle
ge
incl
Te
rtia
ry
Sp
ecia
l(i
st)
FE
6th
form
co
lleg
e
To
talF
E
Derbyshire 72.72 5.29 3.95 82Nottinghamshire 108.20 6.67 5.19 120
Lincolnshire & Rutland 62.13 2.98 1.66 67Leicestershire 72.37 9.29 16.79 98
Northamptonshire 49.72 10.18 0.05 60Norfolk 49.27 8.40 7.87 66
Cambridgeshire 52.16 3.89 15.69 72Suffolk 43.46 6.83 3.39 54
Bedfordshire & Luton 58.19 2.18 8.20 69Hertfordshire 77.32 6.57 0.65 85
Essex 97.36 9.85 27.95 135London – North 115.45 13.93 13.70 143London – West 143.40 9.79 5.62 159
London – Central 129.60 43.92 9.62 183London – East 201.63 16.88 32.63 251
London – South 93.73 8.69 13.29 116Northumberland 22.23 0.54 0.00 23Tyne And Wear 107.90 4.17 0.00 112County Durham 48.97 1.74 2.75 53
Tees Valley 60.67 4.22 20.27 85Cumbria 25.65 1.21 3.48 30
Lancashire 139.00 5.53 25.14 170Greater Merseyside 130.17 5.26 20.55 156Greater Manchester 218.32 5.45 89.66 313
Cheshire & Warrington 67.16 4.26 13.11 85Milton Keynes, Oxfordshire &
Bucks71.34 4.98 0.10 76
Berkshire 45.98 4.70 3.71 54Hampshire & Isle Of Wight 149.16 9.87 84.37 243
Surrey 55.89 3.76 26.17 86Sussex 94.92 8.58 34.03 138
Kent& Medway 105.36 7.12 0.10 113Devon & Cornwall 157.47 10.44 1.13 169
Somerset 47.66 1.43 5.83 55Bournemouth, Dorset & Poole 45.89 5.26 0.17 51
West of England 102.73 2.92 5.69 111
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Wiltshire & Swindon 47.56 3.48 1.49 53Gloucestershire 45.65 3.75 0.07 49
Shropshire 40.26 1.81 12.89 55Staffordshire 95.92 5.76 0.42 102
The Black Country 134.33 4.86 5.16 144Birmingham & Solihull 153.61 1.51 18.81 174
Herefordshire & Worcestershire 74.00 5.27 13.53 93Coventry & Warwickshire 85.38 0.93 4.02 90
North Yorkshire 52.81 9.89 6.34 69West Yorkshire 198.52 14.67 25.92 239South Yorkshire 126.42 15.10 11.10 153
Humberside 83.37 8.20 26.74 1184,261 332 629 5,222
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APPENDIX B: Weights per local LSCfor FE, FE by other Adult LearningProviders, Apprenticeships, ESP andSfJNote: Based on figures provided by LSC in October 2009 from the latest freeze of the2008/2009 ILR available.
Weights
FE system
FE
Ge
nera
lF
ull-
Tim
eF
ull-
Ye
ar(v
aria
ble
L_M
OD
E_B
)
FE
_G
ene
ral
Not
full
time
full
yea
r(v
aria
ble
L_M
OD
E_B
)
6th
form
/sp
eci
alis
t
Derbyshire 0.545 0.920 0.141Nottinghamshire 0.686 1.612 0.189Lincolnshire And Rutland 0.418 0.807 0.083Leicestershire 0.491 1.023 0.376Northamptonshire 0.326 0.660 0.183Norfolk 0.381 0.404 0.301Cambridgeshire 0.348 0.578 0.334Suffolk 0.315 0.364 0.246Bedfordshire And Luton 0.352 0.664 0.142Hertfordshire 0.507 0.901 0.127Essex 0.719 0.960 0.536London – North 0.781 1.120 0.480London – West 1.040 1.456 0.295London – Central 0.971 1.439 1.081London – East 1.457 1.931 0.811London – South 0.721 0.965 0.356NE Region Area North (formerNorthumberland LLSC) 0.137 0.447 0.011
NE Region Area North (formerTyne And Wear LLSC) 0.857 1.558 0.080
NE Region Area South (formerCounty Durham LLSC) 0.338 0.889 0.069
NE Region Area South (formerTees Valley LLSC) 0.422 0.795 0.341Cumbria 0.205 0.355 0.082Lancashire 1.160 1.970 0.489Greater Merseyside 0.987 1.512 0.408Greater Manchester 1.921 2.527 1.232Cheshire And Warrington 0.465 1.074 0.278Use 270 (former Milton Keynes,Oxfordshire AndBuckinghamshire)
0.482 0.869 0.116
Thames Valley Area (formerBerkshire LLSC) 0.219 0.627 0.153
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Hampshire And Isle Of Wight 0.927 1.938 1.501Surrey 0.379 0.916 0.521Sussex 0.843 1.324 0.659Kent And Medway 0.835 1.189 0.122Devon And Cornwall 1.053 2.088 0.251Dorset & Somerset (formerSomerset LLSC) 0.388 0.642 0.108
Use 330 (former Bournemouth,Dorset And Poole LLSC) 0.348 0.626 0.124West Of England 0.594 1.513 0.126Wiltshire, Swindon &Gloucestershire (former WiltshireAnd Swindon LLSC) 0.430 0.823 0.091
Use 360 (former GloucestershireLLSC) 0.291 0.828 0.082Shropshire 0.230 0.631 0.214Staffordshire 0.656 1.604 0.207The Black Country 0.837 1.486 0.149Birmingham And Solihull 1.033 1.594 0.303Herefordshire And Worcestershire 0.393 1.011 0.272Coventry And Warwickshire 0.501 1.256 0.073North Yorkshire 0.338 0.777 0.268West Yorkshire 1.140 2.998 0.623South Yorkshire 0.820 1.615 0.434The Humber (former HumbersideLLSC) 0.595 1.230 0.534Total 29.882 54.516 15.602
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Other Learner Responsive (FE by other AdultLearning Providers) system Weights
Derbyshire 4.443
Nottinghamshire 0.311
Lincolnshire And Rutland 0.469
Leicestershire 2.912
Northamptonshire 0.151
Norfolk 2.879
Cambridgeshire 1.189
Suffolk 0.843
Bedfordshire And Luton 1.714
Hertfordshire 0.257
Essex 5.982
London – North 2.298
London – West 4.128
London – Central 2.263
London – East 6.132
London – South 5.292
NE Region Area North (former Northumberland LLSC) 1.797
NE Region Area North (former Tyne And Wear LLSC) 4.154
NE Region Area South (former County Durham LLSC) 1.001
NE Region Area South (former Tees Valley LLSC) 1.782
Cumbria 1.463
Lancashire 1.637
Greater Merseyside 0.845
Greater Manchester 4.123
Cheshire And Warrington 0.053
Use 270 (former Milton Keynes, Oxfordshire And Buckinghamshire) 2.630
Thames Valley Area (former Berkshire LLSC) 3.199
Hampshire And Isle Of Wight 0.343
Surrey 0.544
Sussex 1.848
Kent And Medway 4.312
Devon And Cornwall 4.650
Dorset & Somerset (former Somerset LLSC) 0.753
Use 330 (former Bournemouth, Dorset And Poole LLSC) 2.862
West Of England 0.027
Wiltshire, Swindon & Gloucestershire (former Wiltshire And Swindon
LLSC)
0.033
Use 360 (former Gloucestershire LLSC) 0.005
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Shropshire 0.162
Staffordshire 0.321
The Black Country 2.250
Birmingham And Solihull 3.754
Herefordshire And Worcestershire 0.133
Coventry And Warwickshire 0.937
North Yorkshire 1.878
West Yorkshire 1.249
South Yorkshire 1.756
The Humber (former Humberside LLSC) 3.308
Missing 4.928
Total 100.0
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Apprenticeship system Weights
National LSC (NES) 19.129
Derbyshire 1.532
Nottinghamshire 2.489
Lincolnshire And Rutland 0.807
Leicestershire 1.280
Northamptonshire 0.864
Norfolk 0.849
Cambridgeshire 0.864
Suffolk 0.947
Bedfordshire And Luton 0.454
Hertfordshire 0.728
Essex 1.398
London – North 1.615
London – West 1.188
London – Central 1.492
London – East 1.165
London – South 1.359
NE Region Area North (former Northumberland LLSC) 0.000
NE Region Area North (former Tyne And Wear LLSC) 5.833
NE Region Area South (former County Durham LLSC) 0.000
NE Region Area South (former Tees Valley LLSC) 0.000
Cumbria 1.101
Lancashire 2.698
Greater Merseyside 2.837
Greater Manchester 4.309
Cheshire And Warrington 1.364
Use 270 (former Milton Keynes, Oxfordshire And
Buckinghamshire) 0.000
Thames Valley Area (former Berkshire LLSC) 2.575
Hampshire And Isle Of Wight 7.850
Surrey 1.016
Sussex 1.884
Kent And Medway 1.567
Devon And Cornwall 2.838
Dorset & Somerset (former Somerset LLSC) 1.900
Use 330 (former Bournemouth, Dorset And Poole LLSC) 0.000
West Of England 1.247
Wiltshire, Swindon & Gloucestershire (former Wiltshire And
Swindon LLSC) 1.159
National Learner Satisfaction Survey: Technical Report
24
Use 360 (former Gloucestershire LLSC) 0.000
Shropshire 0.672
Staffordshire 1.769
The Black Country 1.858
Birmingham And Solihull 7.197
Herefordshire And Worcestershire 0.922
Coventry And Warwickshire 1.444
North Yorkshire 0.757
West Yorkshire 3.043
South Yorkshire 2.551
The Humber (former Humberside LLSC) 1.449
Total 100.0
Skills for Jobs system Weights
Gender
Male 36.5
Female 63.5
Total 100.0
Age
16-18 0.3
19-24 21.5
25+ 78.2
Total 100.0
ESP system Weights
Gender
Male 36
Female 64
Total 100.0
Age
16-18 1
19-24 12
25+ 87
Total 100.0
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Appendix C: Effective sample sizes forFE systemThe following table shows the effect of weighting on the effective sample size for the FEsystem. Calculations of confidence limits based on weighted data should take intoaccount the following reductions.
Unweightedsample size
Weightedsample size
Effectivesample size
GenderMale 6,874 7,233 5,604Female 8,850 8,491 7,362
Disability and/orLearning difficultiesBoth 534 517 437Disability only 802 833 674Learning difficulty only 929 825 756Neither 13,457 13,548 11,065
EthnicityAsian or Asian British 1,374 1,282 1,152Black or Black British 903 811 754White 12,879 13,089 10,572Other 472 436 390
Prior qualification levelEntry Level or Level 1 3,841 3,476 3,107Level 2 6,149 5,201 5,023Level 3 1,501 1,913 1,316Level 4 or higher 1,698 2,296 1,574No qualification 1,934 2,110 1,641No level/ Don’t know 601 729 524
Age16-18 8,163 5,658 7,27219-24 1,952 2,351 1,67325+ 5,595 7,699 5,198
Current course levelEntry Level and Level 1 3,038 3,453 2,622Level 2 4,295 4,565 3,572Level 3 7,247 6,093 5,903
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Level 4 or above 798 1,154 737No level/ Don’t know 346 458 322
APPENDIX D: Response analysis (3waves combined)To allow comparisons with previous NLSS, response rates have been calculated using thesame formulas:
Response rate on all eligible sample with an outcome = achieved interviews / (achievedinterviews + contacted and eligible sample but no interview)
Response rate on total dialled sample (minus leads still alive) = achieved interviews /(number of leads dialled – leads still alive)
National Learner Satisfaction Survey: Technical Report
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Ge
ne
ral
FE
6thfo
rmc
olle
ge
oth
er/
sp
eci
alis
t
TO
TA
LF
E
FE
de
live
red
by
AL
P
Ap
pre
nti
ce
ES
P
Ski
lls
for
Job
s
PC
DL
No. of leadssampled 44619 5904 4006 54529 6380
16872
1250
1249 6587
Number ofleads dialled 36023 3844 2907 42774 5354
15952
1217
1219 6091
Achievedinterviews 12830 1888 1006 15724 1856 4979 272 253 2000
Contacted sample/eligible but no interviewRefusal –alltypes 3460 369 433 4262 613 1416 101 114 988Interviewstopped/quit 581 45 66 692 122 225 50 34 172Wants face-to-face interview(did not goonto beachieved) 87 3 13 103 23 2 1 2 21Resp. haslanguagebarriers 270 14 41 325 84 22 109 12 29Total 4398 431 553 5382 842 1665 261 162 1210
Gen
era
lF
E
6th
form
co
lleg
e
oth
er/
spe
cia
list
TO
TA
LF
E
FE
del
ive
red
by
AL
P
Ap
pre
nti
ce
ES
P
Sk
ills
for
Job
s
PC
DL
Sample not eligible/out of quotaResp. noteligible 1016 55 156 1227 277 479 50 148 613Out of quota 5 0 0 5 2 1 0 0 3Referredelsewhere 8 0 2 10 0 7 0 0 1Duplicate 8 0 5 50 5 38 3 1 8Other deadleads 0 0 0 0 0 0 0 0 0Total 1037 57 163 1292 284 525 53 149 625
No contactEngaged 194 19 12 225 40 45 2 0 18No reply 7666 689 570 8925 1061 3447 356 364 1156Bad numbers 5672 323 315 6310 731 2887 197 204 477Away duringfieldwork 44 6 5 55 9 43 1 4 13Total 13576 1037 902 15515 1841 6422 556 572 1664
Leads still
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liveHardappointments 291 32 24 347 42 130 4 12 50Softappointments 3856 400 259 4515 489 2231 71 71 542Total 4147 432 283 4862 531 2361 75 83 592
Responserate on alleligiblesample withan outcome 74% 81% 65% 75% 69% 75%
51%
61% 62%
Responserate on totaldialledsample(minus leadsstill alive) 40% 55% 38% 41% 38% 37%
24%
22% 36%
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APPENDIX E: Letter to LEAs andsample specificationOctober 2008
Dear
National Learner Satisfaction Survey 2009: Adult Learners on non-accredited courses.
We are writing to ask for your help with an important research study.
The LSC has commissioned Ipsos MORI to conduct the 2009 National Learner SatisfactionSurvey (NLSS). This study provides core measures on learner satisfaction with LSC-fundedpost-16 provision. It is of key importance in helping education and training providers and theLSC to identify priority areas for raising satisfaction levels by listening to the learner voice.
Learners currently on accredited courses are already included in the 2009 survey but weneed your assistance in obtaining a learner sample (name, address and telephone numbers)of adult and community learners on non-accredited courses. It is important that theselearners are included in the survey to obtain an overall picture of the sector and provide acomparison to previous studies.
The survey will take place between February-July 2009 and will consist of a telephoneinterview lasting approximately 13 minutes with a random selection of learners. Neither theLSC nor the LEA/provider will be made aware of individual responses of participants. Allresponses will be aggregated to produce a national picture of learner satisfaction andavailable as a separate report for this group of learners.
What help we require from your LEA?
Ideally, we would like your LEA to send Ipsos MORI an electronic list of all adult andcommunity learners enrolled on non-accredited courses in 2008/09, regardless of whetherthey have subsequently left the course/provider. Ipsos MORI will select learners at randomfrom this list. They will write to these learners, providing them with information about thesurvey and giving them the opportunity to opt-out of the survey. Annex A lists the informationwe require for each learner.
If your LEA does not have information on non-accredited learners, please provide us with alist of colleges within this LEA who run non-accredited courses and Ipsos MORI will contactthe colleges directly.
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Timing
To ensure this group of learners are included in the study, we would like to receive allsamples from LEAs and colleges by the end of December 2008. We will write to learners inJanuary, allowing them 2 weeks to opt-out of the survey if they wish.
Data protection
The LSC and Ipsos MORI are required to comply with the Data Protection Act. Annex Aprovides information on procedures to follow before learners’ contact details can be shared(see also: http://www.niace.org.uk/projects/skies/Briefing.htm).
Additionally, Ipsos MORI is the first research company in the country to be accredited withthe ISO 27001 international standard for data security.
We very much hope that your LEA is able to help us with this study. A short fax-back replyform is enclosed. Please would you complete and return this to indicate your interest in thisstudy.
If you are not the most relevant contact for this query, we would be grateful if you could passon this letter to the right person within your organisation.
Please contact either Angela Klein ([email protected], tel: 020 7347 3473) orBillie Lever Taylor ([email protected]; tel: 020 7347 3956) at Ipsos MORI ifyou have any queries about this study or require further information.
If you would like further details of the National Learners Satisfaction Survey and previousfindings please access the link below:http://research.lsc.gov.uk/LSC+Research/published/learner-satisfaction/
Many thanks in advance for your assistance.Yours sincerely,Tracy Mitchell Billie Lever TaylorNLSS Project Manager Research ManagerLSC National Office Ipsos MORI
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Annex A: 2008 National Learner Satisfaction Survey
Data Protection Issues
In order to comply with the Data Protection Act, learners’ details can only be shared if theyhave given permission for this i.e. the following statement needs to be included at the time oflearners’ registration.
Tick this box if you do not wish to be contacted by the LSC or its partners in respect ofsurveys and research. The LSC values your views on the education or training which youreceive, and will use these to help bring about improvements for learners in England.
Learners’ responses to this statement need to be recorded in such a way to allow filtering ofresponses to take place.
How to compile a list of learners
The LEA sends a database to Ipsos MORI containing the contact details of all the learners onnon-accredited courses enrolled in 2008/09, regardless of whether they have subsequentlyleft the course/provider. Preferably, the contact details should be in the form of a spreadsheetincluding the following fields:
First name; Surname; House number and street name; Town/City; County; Postcode; and Telephone number (if available).
It would be helpful if the LEA could, to the extent that you are able to: Delete any learners under the age of 16; and Delete any deceased learners.
If you know of any other issues we may need to be aware of, such as learners who wouldprefer to be interviewed face-to-face (for example, those with learning difficulties or disabilities)or whose family might not know they are attending a course, please inform us of this whensending the sample. All learners in the sample will receive a letter giving them the option to optout of the survey.
Ipsos MORI will then randomly select a sample of learners to be included in the survey. Afterthe survey has been undertaken, LSC/Ipsos MORI will destroy all learners’ contact detailsto comply with the Data Protection Act (providers will receive a signed confirmation this hasbeen completed).
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Sending the file to Ipsos MORI
You can do this by: E-mail if the file is less than 4MB (please zip the file): [email protected] or Post: Angela Klein, Ipsos MORI, MORI House, 79-81 Borough Road, London SE1 1FY.
Please label the disk with the name of the LEA. Please password protect the file and telephone Angela with the password separately.
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OPT OUT LETTER TO PCDL LEARNERS
Dear
Your views on learning and training: A major survey for the Learning & Skills Council
I am writing to ask for your help with an important research survey.
We have been asked by the Learning & Skills Council (LSC) to carry out a major survey ofwhat people think about learning or training in general and their experiences of the learning ortraining they have received. The LSC is the organisation in England responsible for fundinghigh quality education and training. This survey is important because it helps education andtraining providers and the LSC to identify areas for improvement, and ensure they meetlearners’ needs.
We are contacting you because you have taken part in (or are about to start) a course or class.We are keen to hear your views and experiences of this course or class, even if you have notyet started it, have already completed it or decided not to proceed with it, for whatever reason.Ipsos MORI is a completely independent research company. The data collected for thisresearch will remain strictly confidential - no-one will be able to identify you from the researchand the information provided will only be used for this project. We are a member of the MarketResearch Society (MRS) and, as such, strictly abide by the MRS Code of Conduct(www.mrs.org.uk).
One of our interviewers may call you in the next few weeks to invite you to take part in a shorttelephone interview about your experiences at a time that is convenient for you. This shouldonly take between 10-15 minutes. I do hope that you feel able to take part in this importantsurvey. However, if you have any questions about this research you can contact Angela Kleinat Ipsos MORI (tel: 020 7347 3964), or email [email protected].
If you do not want to take part in the survey please contact Angela or [email protected] 6th March 2009, giving your name and the reference number detailed at the top of this letter,and you will be taken off the list of people that we will contact. Alternatively, you can tell theinterviewer when he or she contacts you.
Thanks very much in advance for your help.
Yours sincerely,
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APPENDIX F: The questionnaireSample types
Employer Responsive, ER: Apprenticeship [PRG_TYPE = 4, 5 OR 6],Skills for jobs (SfJ) [PRG_TYPE = 3],Employability Skills Programme (ESP) [PRG_TYPE = 1]
Learner Responsive, LR: Adult Learning Provider (ALP)FE generalFE 6th form collegeFE other specialist
PCDL
Questionnaire filter Wave 1 Wave 2 Wave 3
CORE QUESTIONS ASKED OF ALL 3 WAVES.
INTRO1Good MORNING / AFTERNOON / EVENING could I please speak to (NAMED RESPONDENT)
USE STANDARD OUTCOME CODES. SEE INSTRUCTIONS FOR THOSE WHO ARE UNABLE TO TAKE PARTBECAUSE OF LANGUAGE/LEARNING DIFFICULTIES OR DISABILITY.Yes 1 GO TO INTRO2No - call back later 2No - not available in fieldwork 3No – refused 4Other - cannot continue 5 GO TO TIPCODES
INTRO2Good morning/afternoon/evening my name is (NAME) and I am calling from Ipsos MORI, an independent researchagency. I’m calling on behalf of the Learning and Skills Council. We are conducting a survey of what people think aboutlearning and training in general and their personal experiences.
FOR LR SAMPLE:We are contacting you because we understand that you have been or are currently involved in a course or training at<INSERT PRV_NAME>
INTERVIEWER NOTE: If respondent has left/completed course, we still want to interview them.
Proceed – RESPONDENT REMEMBERS DOING A COURSE WITH THE PROVIDERClose interview – DOES NOT RECOGNISE HAVING DONE COURSE/TRAINING, OR HAS NOT STARTED THE COURSEYET.
FOR PCDL SAMPLE:We are contacting you because we understand you have been or are currently doing a course or training, is that right?INTERVIEWER NOTE: If respondent has left/completed course, we still want to interview them.
Proceed – LEARNER CAN REMEMBER DOING A COURSEClose interview – LEARNER DOES NOT RECOGNISE HAVING DONE COURSE/TRAINING, OR HAS NOT STARTED THECOURSE YET.
FOR ER SAMPLE:We are contacting you because we understand that you have been or are currently involved in a course or training on<INSERT PRG_TYPE>.
INTERVIEWER NOTE: If respondent has left/completed course, we still want to interview them.
Proceed – RESPONDENT RECOGNISES THE COURSEClose interview – DOES NOT RECOGNISE HAVING DONE COURSE/TRAINING, OR HAS NOT STARTED THE COURSEYET.
All your answers are confidential; your responses will be reported back but not with names attached.
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IF RESPONDENT IS UNABLE TO TAKE PART DUE TO LANGUAGE DIFFICULTIES
What language do you speak? DO NOT READ OUT. AIMS TO FIND OUT RESPONDENT’S NATIVE LANGUAGE
Polish
Arabic
Farsi
Kurdish
Somali
French
Urdu
Spanish
Portuguese
Chinese (please specify Mandarin or Cantonese)
Russian
Other, please specify
Is there someone who would be able to interpret for you?
Yes – arrange to call back to conduct interview when proxy is around
No – we will pass your details to a member of the research team to see if they can arrange for someone to help you take partin the survey.
IF RESPONDENT IS UNABLE TO TAKE PART DUE TO LEARNING DIFFICULTIES, HEARING OR SPEECHIMPAIREMENT, OR OTHER DISABILITY, READ OUT:
What support do you need to take part in the survey? WRITE IN
Is there someone who would be able to help you to take part by telephone?
Yes – arrange to call back.
No - we will pass your details to a member of the research team to see if they can arrange for someone to help you take part inthe survey.
CORE QUESTIONASK APPRENTICES ONLY, I.E. ASK IF PRG_TYPE = 4, 5 OR 6Q1. Please think about any time away from your day-to- day job that you spend in training. Is your training...READ OUT SINGLE CODE
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Based at a college only............................... 1Based at a training provider only.................... 2Within your workplace only............................ 3Based within your workplace and at a college or training provider 4
DP PLEASE NOTE INSTRUCTIONS BELOW FOR VARIABLE PRV_NAME (NAME OF PROVIDER)
LR INTERVIEWS: PRV_NAME WILL BE FORCED INTO THE SCRIPT AT VARIOUS POINTS
APPRENTICE INTERVIEWS (PRG_TYPE = 4, 5 OR 6): THERE IS NO PROVIDER NAME IN THE ILR TO BE FORCED INTOQUESTION TEXT FOR REMAINDER OF THE SURVEY –RESPONSE(S) GIVEN ABOVE WILL BE USED IN QUESTION TEXTFROM THIS POINT I.E. YOUR COLLEGE, YOUR TRAINING PROVIDER, YOUR WORKPLACE.FOR THOSE WHO SAID ‘YOUR WORKPLACE AND COLLEGE/TRAINING PROVIDER’, PLEASE SPLIT THE SAMPLE ANDINSERT ‘WORKPLACE’ FOR HALF OF THEM IN QUESTIONS WHERE A PROVIDER NAME NEED TO BE INSERTED, ANDINSERT ‘COLLEGE/TRAINING PROVIDER’ FOR THE OTHER HALF.
ANY OTHER LEARNERS (PCDL, AND PRG_TYPE = 1 OR 3): INSERT your college/ training provider IN THE SCRIPTWHERE PRV_NAME IS REQUESTED.
CORE SCREENING QUESTIONASK ALLQ2. Did or will your course at [INSERT PRV_NAME] last more than 2 days in total?
Yes 1 CONTINUENo 2 THANK AND CLOSE
CORE SCREENING QUESTIONASK IF ILR AGE IS MISSING (L_AGE)Q3. Can you tell me your age?WRITE IN (14 TO 99)IF UNDER 16 THANK AND CLOSE.IF REFUSED ASK: Can you tell me if you are AGE 16 years or over?Yes – 16 years or over – PROCEED.No – less than 16 years - CLOSERefused – CLOSE
RESPONDENTS ARE SCREENED AND ELIGIBLEREADOUTIs it convenient to speak to you now, or should we call you at a more convenient time?ADD IF NECESSARY: The survey should take about 15 minutes to complete, depending on your answers. We are nottrying to sell you anything. We are simply conducting a survey about your course/training.
CORE QUESTION 2009ASK ALLQ4. I would like to start by finding out where you are at with your course/training. Are you still doing yourcourse/training? PROBE TO CODE. SINGLE CODE
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Yes - Still studying on course 1No – Left course early 2No - Failed course/not successful 3No - Successfully completed course 4[APPRENTICESHIP ONLY FOR ITEMS 5 AND 6]No – apprenticeship came to an end as was made redundant 5No – employer decided not to run the course 6 PLEASE CLOSE INTERVIEWOther – specifyRefused
CORE QUESTIONS 2009ASK Q5 IF L_ATYPE = (-1) MISSING, 10 OTHER or 12 BUT DO NOT ASK IF PRG_TYPE=1 OR 3 (SKILLS FOR JOBS ANDESP).
Q5. Which of the following best describes the course you are currently/were doing? READ OUT. SINGLE CODEONLY. READ OUT UNTIL LEARNER IDENTIFIES THEIR COURSE/QUALIFICATION FROM THE LIST
IF THEIR COURSE OR QUALIFICATION IS NOT ON THE LIST PLEASE CODE AS OTHER AND WRITE IN.
1. NVQ2. BTEC (Business & Technology Education Council)3. City and Guilds4. RSA/OCR5. GNVQ6. Higher National Certificate (HNC) or Higher National Diploma (HND)7. A level / A2 level8. AS level9. GCSE10. GCE – O level11. CSE12. Key skills, e.g. problem solving, communication skills13. Skills for Life/Basic Skills, e.g. literacy, numeracy, English for Speakers of Other Languages (ESOL),
Information and Communication Technology (ICT)14. Entry to employment (E2E)15. ECDL, European Computing driving License16. Computer Literacy and Information Technology (CLAIT), incl. CLAIT Plus and CLAIT advanced17. Access to HE18. Other (SPECIFY - DOES NOT HAVE TO BE AN ACADEMIC QUALIFICATION)
Don’t know
ASK Q6 TO Q15 IF L_NVQLEV = (-1) MISSING OR L_NVQLEV = 9 (OTHER), BUT DO NOT ASK IF PRG_TYPE=1 OR 3(SKILLS FOR JOBS AND ESP).
ASK Q6 IF Q5=2 (BTEC)
Q6. Thinking about your BTEC course, which of the following are you studying for…?
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READ OUT. CODE ONLY ONE
1. A first certificate or general certificate (level 1 and entry)
2. A first diploma or general diploma (level 2)
3. A National Certificate or National Diploma level (level 3)
4. A higher level (level 4)
DK
ASK Q7 IF Q5=3 (CITY AND GUILDS)
Q7. Thinking about your City and Guilds course, which of the following are you studying for...? READ OUT. CODEONLY ONE
1. Foundation/part 1 (level 1 and entry)
2. Craft/part 2 (level 2)
3. Advanced craft/part 3 (level 3)
4. A higher level (level 4)
DK
ASK IF Q5=4 (RSA/OCR)
Q8. Thinking about your RSA/OCR course, which of the following are you studying for…?
READ OUT. CODE ONLY ONE
1. A diploma (level 2)
2. An advanced diploma or advanced certificate (level 3)
3. A higher diploma (level 4)
4. Some other RSA (inc. stage I, II or III) (level 1 and entry)
DK
ASK IF Q5 =5 (GNVQ)
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Q9. Thinking about your GNVQ course, which of the following are you studying for...? READ OUT. CODE ONLYONE
1. Part one foundation level (level 1 and entry)
2. Part one intermediate level (level 1 and entry)
3. Full foundation level (level 1 and entry)
4. Full intermediate advanced level (level 2)
5. Advanced level (level 3)
DK [DO NOT READ OUT]
ASK IF Q5=1 (NVQ)Q10. And what level is/was the NVQ course you are/were studying? READ OUT. CODE ONLY ONE
Level 1 or previously known as foundation
Level 2 (e.g. apprenticeship)
Level 3 (e.g. advanced apprenticeship)
Level 4 (e.g. higher apprenticeship)
DK [DO NOT READ OUT]
ASK IF Q5=7, 8, 9, 10 OR 11 (A LEVEL/A2 LEVEL/AS LEVEL/GCSE/GCE – O LEVEL, CSE)
Q11. And how many <INSERT Q5 RESPONSE> are you studying for? CODE ONLY ONEOneTwoThreeFourFive or more
Don’t know [DO NOT READ OUT]
ASK IF Q5=12 (Key skills)Q12. Thinking about your Key Skills course, which of the following are you studying for…? READ OUT. CODE ONLYONE
Level 1 or previously known as foundation
Level 2
Level 3
Level 4
Don’t know [DO NOT READ OUT]
ASK IF Q5=15 (ECDL)
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Q13. Thinking about your ECDL course, which of the following are you studying for…?
READ OUT. CODE ONLY ONE
Level 1
Level 2
Don’t know [DO NOT READ OUT]
ASK IF Q5=16 (CLAIT)
Q14. Thinking about your CLAIT course, which of the following are you studying for…?
READ OUT. CODE ONLY ONE
Clait (level 1)
Clait Plus (level 2)
Clait Advanced (level 3)
DK
ASK IF Q5=18 (other) or DKQ15. And what level is/was this course you are/were studying? Is it… READ OUT. CODE ONLY ONE
Entry level
Level 1
Level 2
Level 3
Level 4 or above
Don’t know [DO NOT READ OUT]
Course/qualification does not have a level [DO NOT READ OUT]
CORE QUESTIONASK ALLQ16. Was this course your first choice or did you want to do a different course/qualification? SINGLE CODE
Yes, was my first choiceNo, wanted to do something elseFOR APPRENTICES ONLY (PRG_TYPE = 4, 5 OR 6):No choice, training is/was compulsory part of the jobDon’t know
CORE QUESTIONASK ALLQ17. SHOWCARD B And what subjects or skills are you studying/training? DO NOT READ OUT. MULTICODE OK..
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CORE QUESTION 2009EARLY LEAVERS(CODE 2 AT Q4)Q18. You said that youhave left the courseearly. What do youconsider were themain reasons forleaving early? DO NOTREAD OUT, CODEMAXIMUM OF 3.
INTERVIEWER PROMPT IF NECESSARY: We are looking for your three most important reasons for leaving early.
Wrong course for me.............................. 1Tutor poor/problems with teaching quality........ 2Tutors kept changing............................. 3College/Provider badly run/organised.............. 4Too much work………………………………...... 5Difficult to combine with work commitments 6Difficult to combine with family or other commitments 7Work too difficult.………………………...... 8Health reasons................................... 9Financial reasons incl. cost of travel........... 10Travel difficulties (other than cost)............ 11Got a job........................................ 12Changed jobs..................................... 13Lack of support from work/Problems at work..... 14Personal issues (illness of a family member/bereavement) 15[APPRENTICESHIP ONLY] Employer made me redundant/closed down/could not afford to keep me on
16No particular reasons........................... 17
Other (specify).................................. 18
CORE QUESTION 2009ASK Q19 AND Q20 TO ALL EARLY LEAVERS (CODE 2 AT Q4)ASK Q19A AND B TO ALL EARLY LEAVERS EXCEPT APPRENTICESHIPSASK Q19C AND D TO EARLY LEAVERS WHO ARE APPRENTICESHIPSQ. 19. And when you were thinking about leaving the course…READ OUT. SINGLE CODE FOR EACH
a) Did you seek support from your teachers or tutors to help you stay on the course, postpone the course, orchange to another course?
b) Did your teachers or tutors offer support to help you stay on the course, postpone the course or change toanother course?
YesNo
And when you were thinking about leaving the course…READ OUT.c) Did you seek support from the following people to help you stay on the course, postpone the course, or
change to another course? READ OUT ALL EXCEPT NONE OF THESE. MULTICODE OK EXCEPT NONE OFTHESE. ROTATE STARTYour employerYour assessorYour trainersNone of these
d) Did any of the following people offer support to help you stay on the course, postpone the course orchange to another course? READ OUT ALL EXCEPT NONE OF THESE. MULTICODE OK EXCEPT NONE OFTHESE. ROTATE STARTYour employerYour assessorYour trainers
Sciences and Mathematics 1Land based provision, e.g. farming, agriculture 2Construction 3Engineering, Technology and Manufacturing 4Business administration, Management and Professional 5Information and Communication Technology 6Retailing, Customer Service and Transportation 7Hospitality, Sports, Leisure and Travel 8Hairdressing and Beauty Therapy 9Health, Social Care and Public Services 10Visual and Performing Arts and Media 11Humanities 12English, Languages and Communication 13Foundation programmes 14Other, please specify 99
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None of these
CORE QUESTION 2009ASK EARLY LEAVERS ONLY (CODE 2 AT Q4) BUT EXCLUDING THOSE ANSWERING 16 AT Q18FOR APPRENTICEHIP, INSERT employer, assessor, or trainersFOR EVERYONE ELSE, INSERT teachers or tutors.Q20. Is there anything else that your <INSERT AS PER INSTRUCTIONS ABOVE> could have done to help you stay onthe course? DO NOT READ OUT. PROBE FULLY. What else? MULTICODE OK EXCEPT FOR DON’T KNOW AND ‘THEREWAS NOTHING …’
Provide advice/information on deferring/postponing the courseProvide advice/information on changing to another course or providerGive me more time/extend deadline to complete courseworkProvide more support to help me understand the lessons[APPRENTICESHIP ONLY] Time off from work to studyFinancial supportLess or easier home workFewer or easier lessonsThere was nothing my <INSERT AS PER INSTRUCTIONS ABOVE> could have done to help me stay on the courseOther, please specifyDon’t know
PRE-ENTRY MODULAR 2009 (WAVE 1)I am now going to ask you questions on how you chose your course, and the information you received when enrolling.
ASK ALLQ21. What are your main reasons for choosing this course? DO NOT READ OUT. PRE-CODED LIST. PROBE FOROTHER
To help me get a job 1To help me get a promotion/better job/different job 2To help me move on in education ` 3It was relevant to my job........................ 4Because I like the subject....................... 5To gain qualifications........................... 6Because it was on offer at my local college/this college 7Because it was at a time that suited me.......... 8To advance my skills and knowledge in this area.. 9Suggested or required by employer................ 10Suggested by others.............................. 11For my own personal interest..................... 12To meet other people/make new friends............ 13Other (specify).................................. 14
PRE-ENTRY MODULAR 2009 (WAVE 1)ASK ALLQ22. Which of these best describes how useful you think doing this course is to you personally, either in your currentjob or in getting a job you hope to do in the future? READ OUT: Would you say doing this course is… READ OUT 1 TO4. SINGLE CODE.
1) Essential for your current job/for any future job2) Not essential but will help in your current job/for any future job3) Will not help in your current job/any future job.4) Irrelevant to you because you are not working now or intending to work in the future
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Don’t know (DO NOT READ OUT)
PRE ENTRY MODULAR 2009 (WAVE 1)THIS IS AN FFE QUESTION.
ASK ALL EXCEPT ESP AND SKILLS FOR JOBS LEARNERS (PRG_TYPE 1 OR 3)Q23.VERSION A: How good was the information you were given when you were choosing your course? Was it… READ OUT.SINGLE CODE. REVERSE SCALEVERSION B: How good was the information you were given when you were choosing your learning programme? Wasit…
VERSION C How good was the information you were given when you were choosing your training programme? Wasit…
Very good
Good
Not good but not bad
Bad
Very bad
This does not apply (DO NOT READ OUT)
PRE ENTRY MODULAR 2009 (WAVE 1)ASK ALLQ24. Now I would like to ask you a few questions about how informed you felt about the course/ training at the time yousigned up for it. For each of the following aspects, please say whether you felt very well informed, quite well informed,not very well informed or not at all informed … ROTATE STATEMENTS
The types and timing of exams and/or assessmentsThe content of the course – the topics that you would coverThe amount of work expected of you in your own timeHow the course/training would help you gain skills to use in a jobThe standard of work expected of youHow to access financial support whilst learning/trainingASK ALL EXCEPT APPRENTICESHIPS WHERE PRV_NAME = YOUR WORKPLACE. The overall pass/success rate forlearners at <INSERT PRV_NAME>.
REVERSE SCALEVery well informedQuite well informedNot very well informedNot at all well informedDon’t know [Do not read out]Not applicable [Do not read out]
DP please note
There are 12 questions called FfE (Framework for Excellence) in the questionnaire, atQ23, Q25, and Q30 to Q33.
There are three versions of each question, adapted to the types of learners.
For each question, please ask:
version A to LR, PCDL, SfJ and ESP learners
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LEARNER SUPPORT MODULAR 2009 (WAVE 2)Now I would like to ask you a few questions on the information and support you may have received during your courseor training.
LEARNER SUPPORT MODULAR 2009 (WAVE 2)THIS IS AN FFE QUESTION. ASK ALL EXCEPT ESP AND SKILLS FOR JOBS LEARNERS (PRG_TYPE 1 OR 3)
Q25. VERSION A How good was the help staff gave you in the first few weeks at the college?
Was it… READ OUT. SINGLE CODE. REVERSE SCALEVERSION B How good was the help staff gave you in the first few weeks of your learning programme? Was it…
VERSION C How good was the help staff gave you in the first few weeks of your training programme? was it…
Very good
Good
Not good but not bad
Bad
Very bad
This does not apply [DO NOT READ OUT]
LEARNER SUPPORT MODULAR 2009 (WAVE 2)ASK ALLQ26. For each of the following aspects, please say whether you felt very well informed, quite well informed, not verywell informed or not at all informed after induction … ROTATE ITEMS 1 TO 7
1 The types and timing of exams and/or assessments2 The content of the course - the topics and subjects you would cover3 The amount of work expected of you in your own time4 How the course/training would help you gain skills to use in a job5 The standard of work expected of you6 How to access financial support whilst learning/training7 Health and Safety procedures, including emergency arrangements for fire8 Emergency arrangements for first aid and how to report an accident9 Access the building for wheelchair users and people with mobility difficulties
REVERSE SCALEVery well informedQuite well informedNot very well informedNot at all well informedDon’t know [Do not read out]
CORE QUESTION 2009ASK ALLQ27. Now moving on to [FOR APPRENTICES PLEASE INSERT training, FOR ALL OTHERS PLEASE INSERT teaching].overall, how satisfied or dissatisfied are you with the quality of the [INSERT teaching/training AS ABOVE] at [INSERTPRV_NAME]. Would you say you are…
READ OUT AND CODE ONE ONLY. REVERSE SCALE
Extremely satisfied.............................. 1Very satisfied................................... 2Fairly satisfied................................. 3Neither satisfied nor dissatisfied............... 4Fairly dissatisfied............................. 5Very dissatisfied.............................. 6Extremely dissatisfied........................... 7
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Don't know [DO NOT READ OUT]............ 8
CORE QUESTION 2009ASK ALLFOR APPRENTICEHIP, INSERT assessor and trainersFOR EVERYONE ELSE, INSERT teachers or tutorsQ28. How would you rate the <INSERT AS ABOVE> on the following aspects of [INSERT teaching OR training as perQ27]? Please score on a scale of 1 to 10, where 1 represents very poor and 10 excellent.INTERVEIWER READ OUT IF NEEDED: we recognise that ratings may vary for individual members of staff. Please tryyour best to give us an overall rating.
ROTATE ITEMS 1 TO 9.
-1- Knowledge of the subject-2- Explaining how the learning can be applied in the work place-3- How well they relate to you as a person-4- Making your subject interesting or enjoyable for you-5- Understanding you and how you like to learn-6- The support they give you, for example in improving your study techniques or time management-7- Setting clear targets or learning goals to help you improve-8- Providing prompt and regular feedback on progress-9- Managing the group of learners
1 - Very Poor2 -...............3 -...............4 -...............5 -...............6 -...............7 -...............8 -...............9 -...............10 – ExcellentNot applicable [DO NOT READ OUT]
CORE QUESTIONASK ALLFOR APPRENTICEHIP, INSERT assessor and trainersFOR EVERYONE ELSE, INSERT teachers or tutorsQ29. I am going to read out a statement, can you tell me how strongly you agree or disagree with it? Where possibleplease answer thinking about your [INSERT PRV_NAME] as a whole and not just about your <INSERT AS ABOVE>.READ OUT STATEMENT. IF AGREE OR DISAGREE PROBE: Is that strongly or tend to agree/ disagree?
My learning programme is meeting my needs. INTERVIEWER, ADD IF NECESSARY: By learning programme we mean thewhole of the course, studies, learning experience.
REVERSE SCALEStrongly agreeTend to agreeNeither agree nor disagreeTend to disagreeStrongly disagreeDon’t know [Do not read out]
ITEMS 1 TO 4 IN THE QUESTION BELOW ARE FROM FfE.
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ASK ALL EXCEPT ESP AND SKILLS FOR JOBS LEARNERS (PRG_TYPE 1 OR 3)Q30. I am going to read out aspects of your learning experience. Please tell me how good or bad each of them is:DO NOT ROTATE STATEMENTS.
(CORE)1- VERSION A How good is the teaching on your course?VERSION B How good is the training on your learning programme?VERSION C How good is the training on your training programme?
(CORE)2- VERSION A How good is the respect staff show to you?VERSION B How good is the respect staff show to you?VERSION C How good is the respect training staff show to you?
(WAVE 3)3- VERSION A How good is the advice you have been given about what you can do after this course?
VERSION B How good is the advice you have been given about what you can do after this learning programme?
VERSION C How good is the advice you have been given about what you can do after this training programme?
(WAVE 2)4- VERSION A How good is the support you get on this course?
VERSION B How good is the support you get on this learning programme?
VERSION C How good is the support you get on this training programme?
(WAVE 2)5- How well <INSERT PRV_NAME> supports learners with learning difficulties or disabilities
6- The support provided for any particular needs relating to your religion, faith or beliefs
7- The condition of the buildings in which you learn
REVERSE SCALE
Very good
Good
Not good but not bad
Bad
Very bad
This does not apply [DO NOT READ OUT]
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Q31 to Q33 are FfE questions.
CORE QUESTION
ASK ALL EXCEPT ESP AND SKILLS FOR JOBS LEARNERS (PRG_TYPE 1 OR 3)Q31. VERSION A How good is the college at listening to the views of learners?
VERSION B How good is the learning provider at listening to the views of learners?
VERSION C How good is the company at listening to the views of apprentices and employees in training?
REVERSE SCALE
Very good
Good
Not good but not bad
Bad
Very bad
This does not apply [DO NOT READ OUT]
CORE QUESTION
ASK ALL EXCEPT ESP AND SKILLS FOR JOBS LEARNERS (PRG_TYPE 1 OR 3)Q32. VERSION A How good is the college at acting on those views?
VERSION B How good is the learning provider at acting on those views?
VERSION C How good is the company at acting on those views?
REVERSE SCALE
Very good
Good
Not good but not bad
Bad
Very bad
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This does not apply [DO NOT READ OUT]
CORE QUESTION
ASK ALL EXCEPT ESP AND SKILLS FOR JOBS LEARNERS (PRG_TYPE 1 OR 3)Q33. VERSION A Overall, how good do you think the college is?
VERSION B Overall, how good do you think the learning provider is?
VERSION C Overall, how good do you think the training programme is?
REVERSE SCALE
Very good
Good
Not good but not bad
Bad
Very bad
This does not apply [DO NOT READ OUT]
CORE QUESTION
ASK ALL
Q34. Overall, would you say that your experience with your course/training is better than you expected, similar to whatyou expected, worse than you expected, or did you not know what to expect?SINGLE CODE.Better than I expectedSimilar to what I expectedWorse than I expectedI didn’t know what to expect
CORE QUESTIONASK ALL EXCEPT EARLY LEAVERS (CODE 2 AT Q4)Q35. Is there any support that would [IF CODE 1 AT Q4 SAY help IF CODE 3, 4, 5 OR 6 AT Q4 SAY have helped] you
with your course/training that you [IF CODE 1 AT Q4 SAY currently do not get IF CODE 3,4,5 OR 6 AT Q4 SAY didnot receive]?
1. Yes2. No3. Don’t know
CORE QUESTIONASK IF YESQ36. What support [INSERT AS PER INSTRUCTIONS ABOVE would help/have helped] you? DO NOT READ OUT.MULTI CODE
1. Support from assessor/tutor2. Time with/access to tutor3. Tutor being there/available as scheduled4. Time in work/time off work to do training5. Support from Manager/Supervisor
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6. Support from the college/training provider7. More help with English language/grammar8. Information in advance about the amount/type of work involved9. Support from colleagues10. More time to do the coursework or the assessments11. Financial support12. Help with childcare/other caring responsibilities13. Help with transport to and from college/training14. Other (SPECIFY)
LEARNER SUPPORT MODULAR 2009 (WAVE 2)ASK ALLQ37. Since you started the course have you had any problems with any of the following? READ OUT AND PROBE FOROTHERS. IF NEEDED DESCRIBE DISCRIMINATION AS HARRASSMENT/BULLYING/BEINGTREATED DIFFERENTLY TOOTHER PEOPLE. ROTATE ALL ITEMS EXCEPT NONE OF THESE/DON’T KNOW
Managing to fit course commitments in with other commitments at homeManaging to fit course commitments in with other commitments at workManaging to keep up with the standard of work requiredDealing with money pressuresDiscrimination of any kind from a member of staffDiscrimination of any kind from other students...Maintaining your personal motivationTravel to college/training centreExtra help you were promised not being providedReading/writing skillsMaths or numeracy skillsAny other problems, please specify [WRITE IN]None of theseDon’t know
LEARNER SUPPORT MODULAR 2009 (WAVE 2)ASK IF YES TO ANY ISSUES LISTED AT Q37Q38. Have you sought advice or help from [INSERT PRV_NAME] on any of these matters?
YesNoDon't know [Do not read out]
LEARNER SUPPORT MODULAR 2009 (WAVE 2)ASK IF YES AT Q38Q39. Generally, how useful was this? READ OUT. REVERSE SCALE
Very usefulFairly usefulNot very usefulNot at all usefulDon't know [Do not read out]
LEARNER SUPPORT MODULAR 2009 (WAVE 2)Q40.ALL EXCEPT APPRENTICESHIP LEARNERS IN THE WORKPLACE ONLY – Have you ever made a complaint to thecollege or provider about your course or other experiences?
APPRENTICESHIP LEARNERS IN THE WORKPLACE – Have you ever made a complaint to your employer about yourtraining?
Yes.............................................. 1No............................................... 2
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LEARNER SUPPORT MODULAR 2009 (WAVE 2)IF YES AT Q40Q41. What was your complaint about? DO NOT READ OUT. MULTI CODE OK
The classroom is inadequate/cramped/cold/noisy/keep changing
Poor teaching/incompetence/ignorance of teacher
Lack of equipment/inadequate/poor materials/resources
Poor college facilities/canteen/heating etc.
About the cost of the course/grant
Didn't know what was going on/lack of communication
Others students disrupting the lesson
[APPRENTICEHIP ONLY] Employer not providing enough training
[APPRENTICEHIP ONLY] Wages or terms and conditions
Poor working conditions
Other, please specify [WRITE IN]
Refused.
LEARNER SUPPORT MODULAR 2009 (WAVE 2)IF YES AT Q40Q42. Which of these best describes the outcome to your complaint?
There was an outcome that satisfied meThere was an outcome but it did not satisfy meThere was no outcome to the complaint at allDon't know
CORE QUESTION 2009ASK ALLQ43. And now taking all the issues we have discussed into account, how satisfied or dissatisfied are you with yourcurrent learning experience at [INSERT PRV_NAME]? READ OUT.CODE ONE ONLYREVERSE SCALE
Extremely satisfied 1Very satisfied 2Fairly satisfied 3Neither satisfied nor dissatisfied 4Fairly dissatisfied 5Very dissatisfied 6Extremely dissatisfied 7Don't know [do not read out] 8
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CORE QUESTION 2009ASK IF SATISFIED (CODES 1-3) AT Q43Q44. SHOWCARD C You said you were [INSERT RESPONSE FROM Q43], what is the main reason for this? PROBEFULLY. MULTI CODE OK. DO NOT READ OUT.
A good course/learnt a lot/enjoyed it/up to expectations
Tutors are good/they make it easy/interesting for us/help us
They were very helpful/always ready to help/get all the help
Gives me what I wanted/needed/the experience/qualification
They were very friendly/welcoming
Social life is good/met lots of people/good fun
Its well run/well organised
I'm pleased with my progress/doing better than expected/feel
Like the place/the college/good working environment
They treat you well/with respect/as an adult/an individual
Enjoy the subjects/areas covered/interested in what I do
Good facilities/equipment/resources
Motivating/makes you want to work
Good group of learners/work well together/help each other
Tutors well qualified/have on the job experience
Good for my confidence/self esteem
Other, please specify [WRITE IN]
RefusedDon't know
ASK IF DISSATISFIED (CODES 5-7) AT Q43Q45. SHOWCARD D You said you were [INSERT RESPONSE FROM Q43], what is the main reason for this? PROBEFULLY. MULTI CODE OK. DO NOT READ OUT.
Poor facilities/old/inadequate equipment
It was disappointing/not what I expected/wanted
Mixed ability/ classes too large
Didn't get the help that I needed/didn't respond to my needs
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Badly organised/badly run
Lack of staff/assessors/changes in staff
The course/work is (too) hard/difficult
Communication poor/don't tell you what you need to know
Poor attitude of tutors/ not supportive
Was boring/repetitive/not interesting/not motivating
Could have finished earlier/covered subject faster
Disruptive learners
Employer not supportive
Employer not leaving me enough time to study/ undertake coursework
Other, please specify [WRITE IN]
RefusedDon't know
IMPACTS/ FEELINGS ABOUT LEARNING MODULAR 2009 (WAVE 3)ASK ALLQ46. Thinking back to when you left school would you say that you...READ OUT EXCEPT DK. CODE ONE ONLY
Had generally positive feelings about education 1Had generally negative feelings about education 2Were not bothered either way about education, were indifferent 3Don't know 4
IMPACTS/ FEELINGS ABOUT LEARNING MODULAR 2009 (WAVE 3)ASK ALLQ47. I am going to read out a few statements about what effect the course may have had on you personally. Could youtell me whether you agree or disagree with each. ROTATE ALL 1 TO 10
1. It has given me skills I can use for a job2. I feel more confident socially3. I feel more confident in my ability to learn4. I am better at managing my time and responsibilities5. I feel more positive about learning than I did when I started6. It enables me to cope better with daily life7. It has benefited my health and sense of well being8. Taking part in this course will help me move forward in my career and make it easier for me to find the type of
job that I want.9. I now take a more active part in the community10. I feel better able to help my children or siblings with their education
AgreeDisagreeDon't know [Do not read out]
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CORE QUESTION 2009ASK ALLQ48. How likely will you be to undertake further learning in the next 3 years?REVERSE SCALE EXCEPT DON’T KNOW. SINGLE CODE.
Very likelyFairly likelyFairly unlikelyVery unlikelyDon't know
CORE QUESTION 2009ASK ALLQ49. Which of these statements best describes the way you would speak of <INSERT PRV_NAME>? READ OUTEXCEPT DON’T KNOW. SINGLE CODE.
I would speak highly of them without being askedI would speak highly of them if somebody asked me about themI would be neutral about themI would be critical of them if somebody asked me about themI would be critical of them without being askedDon’t know
The last few questions are about yourself. These questions are to help us put your answers in context. None of thisinformation will be passed on with your name, and nobody will be able to identify you from the answers that you give.
CORE QUESTIONS 2009ASK Q50 IF L35 = -1 (MISSING) or 98 (NOT KNOWN)Q50. Do you have any qualifications at all? SINGLE CODEYesNo
ASK IF YES AT Q50Q51. SHOWCARD E What is the highest level of examination or qualification that you now hold, including any that youmay have gained since leaving full time education? CODE ONE ONLY – HIGHEST QUALIFICATION. DO NOT READ OUT.
1. NVQ2. BTEC (Business & Technology Education Council), BEC, TEC3. City and Guilds4. RSA/OCR5. GNVQ6. Higher National Certificate HNC or Higher National Diploma ( HND)7. A level / A2 level8. AS level9. GCSE10. GCE – O level11. CSE12. Key skills, e.g. problem solving, communication skills13. Skills for Life/Basic Skills e,g. literacy, numeracy, English for Speakers of Other Languages (ESOL),
Information and Communication Technology (ICT)14. Entry to employment (E2E)15. ECDL, European Computing driving License16. Computer Literacy and Information Technology (CLAIT)17. Skills for jobs training18. Scottish Highers - SCOTVEC, SCOTEC, SCOTBEC19. International Baccalaureate / Welsh Baccalaureate
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20. Degree or postgraduate degree (BA, BSc, MA, MSc, PhD)21. PGCE (teaching qualification)22. Nursing/medical/clinical qualification23. Other, please specify
ASK IF HIGHEST QUALIFICATION Q51= 23 (OTHER) or 22.Q52. What is the level of your qualification?
Entry level or level 1
Level 2Level 3Level 4 or aboveNo levelDon’t know
ASK IF HIGHEST QUALIFICATION IS 'BTEC, BEC OR TEC' (Q51=2)
Q53. Is your highest BTEC qualification . . . ?
READ OUT. CODE ONLY ONE
A first certificate or general certificate (level 1 and entry)
A first diploma or general diploma (level 2)
A National Certificate or National Diploma level (level 3)
A higher level (level 4)
DK
ASK IF HIGHEST QUALIFICATION IS CITY AND GUILD (Q51=3)
Q54. Is your highest City and Guilds qualification...? READ OUT. CODE ONLY ONE
Foundation/part 1 (level 1 and entry)
Craft/part 2 (level 2)
Advanced craft/part 3 (level 3)
At higher level (level 4)
DK
ASK IF HIGHEST QUALIFICATION IS RSA/OCR (Q51=4)
Q55. Is your highest RSA/OCR qualification… ?
READ OUT. CODE ONLY ONE
A diploma (level 2)
An advanced diploma or advanced certificate (level 3)
A higher diploma (level 4)
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Or some other RSA (inc. stage I, II or III) (level 1 and entry)
DK
ASK IF HIGHEST QUALIFICATION IS GNVQ (Q51=5)
Q56. Is your highest GNVQ ...? READ OUT. CODE ONLY ONE
Part one foundation level (level 1 and entry)
Full foundation level (level 1 and entry)
Part one intermediate level (level 1 and entry)
Full intermediate advanced level (level 2)
Advanced level (level 3)
DK
ASK IF HIGHEST QUALIFICATION IS NVQ (Q51=1)
Q57. Is your highest level of NVQ? READ OUT. CODE ONLY ONE
Level 1
Level 2
Level 3
Level 4
Level 5
DK
ASK IF HIGHEST QUALIFICATION IS ' A LEVEL/A2' (Q51=7)
Q58. Do you have…? READ OUT. CODE ONLY ONE
One A level or A2 level (level 2)
More than one A level or A2 level (level 3)
DK
ASK IF HIGHEST QUALIFICATION IS AS LEVEL (Q51=8)
Q59. Do you have ...? READ OUT. CODE ONLY ONE
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One AS level (level 1)
Two or three AS level (level 2)
More than three AS level (level 3)
DK
ASK IF HIGHEST QUALIFICATION IS GCSE (Q51=9)
Q60. Do you have any GCSEs Grade C or above?
YesNoDK
ASK IF HAS GCSE GRADE C OR ABOVE (Q60=YES)Q61. How many passes do you have at this level? IF DON’T KNOW OR NOT SURE PROBE: Is that fewer than 5, or 5or more?
Fewer than 5 (level 1)
5 or more (level 2)
ASK IF HIGHEST QUALIFICATION IS GCE-O LEVELS or CSE (Q51=10 or 11)
Q62. Do you have any GCE-O Levels Grade C or above or CSE Grade 1s?
YesNoDK
ASK IF HAS GCE-O LEVELS GRADE C OR ABOVE OR CSE GRADE 1S (Q62=YES)
Q63. How many passes do you have at this level? IF DON’T KNOW OR NOT SURE PROBE: is that fewer than 5, or 5or more?
Fewer than 5 (level 1 and entry)
5 or more (level 2)
DK
ASK IF Q51=12 (Key skills)Q64. Is you key skills qualification…. READ OUT. SINGLE CODE
Level 1 or previously known as foundation
Level 2
Level 3
Level 4
Don’t know/level unknown [DO NOT READ OUT]
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ASK IF Q51=15 (ECDL)
Q65. Is your ECDL qualification…?
READ OUT. CODE ONLY ONE
Level 1
Level 2
Don’t know [DO NOT READ OUT]
ASK IF Q51=16 (CLAIT)
Q66. Is your CLAIT qualification…?
READ OUT. CODE ONLY ONE
Clait (level 1)
Clait Plus (level 2)
Clait Advanced (level 3)
DK
ASK IF HIGHEST QUALIFICATION IS SCOTTISH HIGHERS (Q51=18)
Q67. Do you have any Scottish Highers Grade C or above?
YesNoDK
ASK IF HAS SCOTTISH HIGHERS GRADE C OR ABOVE (Q67=YES)
Q68. How many passes do you have at this level? IF DON’T KNOW OR NOT SURE PROBE: is that fewer than 5, or 5or more?
Fewer than 3 (level 2)
3 or more (level 3)
DK
ASK ALLQ69. Which of the following, if any, do you hold? MULTICODE OK FOR CODES 1 AND 2; 3 IS SINGLE CODEA Skills AccountAn Adult learner accountNeither of theseDon’t know [Don’t read out]
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CORE QUESTION 2009ASK IF PRG_TYPE = 3 (SKILLS FOR JOB) OR PRG_TYPE = 1 (ESP) AND IF L_LLLSC = 60, 70, 80, 240, 280, 380, 390, 400,410, 420, 430FOR WAVES 2 AND 3, PLEASE ALSO ASK TO THOSE WHERE PRG_TYPE = 3 (SKILLS FOR JOB) OR PRG_TYPE = 1(ESP) AND L_LLLSC = 140 IN ADDITION TO THOSE ABOVE.
Q70. a) Before starting your course did you discuss your job goals and skills needs with JobCentre Plus?SINGLE CODE
(b) And before starting your course, did you receive skills and training advice from nextstep?
SINGLE CODE
YesNoDon’t know/not sure/can’t remember
CORE QUESTION 2009ASK ALL LEARNERS IN THE LR AND PCDL SAMPLES, EXCEPT THOSE AGED 18 OR LESS. DO NOT ASKLEARNERS IN ER SAMPLE.
Q71. Some people pay for courses or training. Did you personally pay for or contribute towards thecourse fees for this training/qualification? IF YES, PROBE FOR WHETHER PAID/ WILL PAY ALL OR SOMEOF IT.
Yes –all of it
Yes - some of it
No
Don’t know [Don’t read out]
CORE QUESTION 2009ASK ALLQ72. Which, if any, of the following are you currently receiving/did you receive in relation to this course/training?
ROTATE. READ OUT EXCEPT DK AND NONE OF THESE. MULTI CODE OK.
1. Education Maintenance Allowance – EMA2. Adult Learning Grant – ALG (a financial allowance to help with cost of learning such as travel, books and
materials)3. Care to Learn – assistance with childcare costs4. Dance and Drama Award5. Hardship payments – sometimes also known as Access Funds or Learner Support Funds6. Residential support
7. Career Development Loans
8. Training Allowance from Jobcentre Plus
None of these
Don’t know
CORE QUESTION 2009ASK IF L12 = 99 or 98Q73. SHOWCARD F To help the LSC give services of equal quality to all learners, can you say to which ethnic
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group you consider you belong? DO NOT READ OUT. CODE ONE ONLY - PROBE TO PRECODES
Asian or Asian British - BangladeshiAsian or Asian British – Indian
Asian or Asian British - Pakistani
Asian or Asian British - any other Asian background
Black or Black British - African
Black or Black British - Caribbean
Black or Black British - any other Black background
Chinese
Mixed - White and Asian
Mixed - White and Black African
Mixed - White and Black Caribbean
Mixed - any other Mixed background
White – British
White – Irish
White - any other White background
Any other, please specify
Refused
CORE QUESTION 2009ASK IF L16 = 99Q74. Do you consider yourself to have learning difficulties?
YesNo...Refused.Don't know
CORE QUESTION 2009ASK IF YES TO Q74Q75. Do you consider yourself to have any of the following?READ OUT 1 TO 5. SINGLE CODE. IF MORE THAN ONE, RECORD AS 6.
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Moderate learning difficulty
Severe learning difficulty
Dyslexia
Dyscalculia
Other specific learning difficulty
Multiple learning difficulties
Other, please specify
Don’t know/ refused
1
2
3
4
5
6
7
8
CORE QUESTION 2009ASK IF L15 = 99Q76. Do you consider yourself to a have a disability?
INTERVIEWER PLEASE NOTE THIS QUESTION RELATES TO PHYSICAL DISABILITY OR MENTAL HEALTH SUPPORTNEEDS, NOT ABOUT LEARNING DIFFICULTIES.
YesNoRefused
CORE QUESTION 2009ASK IF YES TO Q76Q77. Do you consider yourself to any of the following?SINGLE CODE. READ OUT 1 TO 9. IF MORE THAN ONE CODE 10.
1) Visual impairment2) Hearing impairment3) Disability affecting mobility4) Other physical disability5) Other medical condition (for example epilepsy, asthma, diabetes)6) Emotional/behavioural difficulties7) Mental ill health8) Temporary disability after illness (for example post-viral) or
accident9) Profound complex disabilities10) Multiple disabilities (DO NOT READ OUT)11) Other, please specify
Don’t know / refused
CORE QUESTION 2009ASK ALLQ78. The Learning and Skills Council will be doing further research about post-16 education in the year. Would it be OKfor Ipsos MORI or another appointed contractor to contact you again in connection with future studies? PROBE &CODE ONE OF THE FOLLOWING.
Yes - both Ipsos MORI or any other appointed contractors may re-contactNo – neither may re-contact
CORE 2009Q79. INTERVIEWER CODE: IF IN DOUBT ASK
ENGLISH AS A FIRST LANGUAGE...................... 1ENGLISH NOT A FIRST LANGUAGE................... 2
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CORE QUESTION 2009IF L13=N or missing, CODE GENDER. DO NOT ASKQ80. GENDER
MALEFEMALENot sure
READ OUT: On behalf of the Learning and Skills Council and Ipsos MORI we would like tothank you for your time and help.
QPROXY. DO NOT READ OUT.
DP, PLEASE CAN YOU DE-ACTIVATE THE LAST TWO CODES BELOW FOR THE TIME BEING, AND ONLY ADD THEMWHEN THEY WILL BE IN USE
Interview conducted with learner in English Interview conducted by proxy who translated the questions in a foreign language Interview conducted by proxy due to learner’s disability Interview conducted with learner in a foreign language, from Harrow international CATI centre Interview conducted face-to-face
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APPENDIX G: NLSS 2009 ReportsThe following reports were produced for NLSS 2009:
Highlights report;
FE report;
Apprenticeship report;
ESP and SFJ report;
PCDL and other LR report;
Learners with Learning Difficulties or Disability report;
Young People’s report;
Adult’s report; and
Regional reports.
© Crown copyright 2010
You may re-use this information (not including logos) free of charge in any format or medium, under the terms ofthe Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or e-mail: [email protected].
This publication is also available on our website at http://www.bis.gov.uk
Any enquiries regarding this publication should be sent to:
Department for Business, Innovation and Skills1 Victoria StreetLondon SW1H 0ETTel: 020 7215 5000
If you require this publication in an alternative format, email [email protected], or call 020 7215 5000.
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